A Symphony of Whales by: Steve Schuch - PowerPoint PPT Presentation

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  1. A Symphony of Whalesby: Steve Schuch Fiction Context Clues Generalize Answer Questions Genre: Vocabulary Strategy: Comprehension Skill: Comprehension Strategy:

  2. QUESTION OF THE WEEK • How can people help animals that are in danger?

  3. I want you to set a purpose for reading based on the title. • Listen for generalizations about the author's life and experiences. • Am I reading too fast, too slow, or fluently?

  4. LISTENING COMPREHENSION • What generalization does the author make about summer in the Philadelphia area? • Who or what caused the deaths of so many black rhinos in Africa?

  5. BUILD CONCEPT VOCABULARY • Let’s start a web to build concepts and vocabulary related to this week's lesson and the unit theme.

  6. BUILD CONCEPT VOCABULARY • My family had a cottage that stood on pilings in the New Jersey salt marsh, within sight of the ocean. • Salt marsh means low-lying watery ground near the ocean or other bodies of salt water • Where should we place salt marsh on our web?

  7. BUILD CONCEPT VOCABULARY • I loved Africa, but I seemed to be getting no closer to realizing my dream of becoming a field biologist. • Field biologist is an expert in the study of life and living things who spends a lot of time outside where animals or organisms live or grow • Where should we place field biologist on our web?

  8. BUILD CONCEPT VOCABULARY • Poachers were killing more and more rhinos. • Poachers are people who hunt or fish illegally. • Where should we place poachers on our web?

  9. Objectives: • Identify and make generalizations. • Answer questions to identify and makegeneralizations.

  10. Generalize • Name three kinds of dogs you are familiar with. I will write your responses on the board. How many legs, tails, and ears do dogs have? How do dogs communicate? Now that we have the information under the name of each dog, I challenge you to think about how the dogs are alike.

  11. Generalization • A generalization often sums upinformation or states the main idea. • As we read, we should askourselves questions aboutinformation we do notunderstand. Answering thesequestions can help us make generalizations.

  12. Let’s read pg. 354 • Now let’s read The title of the selection is "Songbirds of the Sea." I wonder what animal it refers to. From the picture, I know the selection is about whales. They must be the songbirds mentioned in the title. • The author says that beluga whales make lots of noise. This could be a generalization, but there's no clue word. What if I say, All beluga whales make lots of noise? The sentence still makes sense, so it must be a generalization.

  13. Let’s do WB page 133

  14. WB page 133

  15. Let’s BEGIN A WEB about whales.

  16. Multisyllabic Word Routine1 Tell students to look for chunks in words with no meaningful parts. They should say each chunk slowly and then say the chunks fast to make a whole word. 2 Think aloud to demonstrate breaking a word into chunks, saying each chunk slowly, and then saying the chunks fast to make a word. 3 Provide examples of long words with no meaningful parts. Help students chunk the words.

  17. Vocabulary Slides Borrowed from Jennifer Greeson

  18. Say It! • anxiously • bay • blizzard • channel • chipped • melody • supplies • surrounded • symphony

  19. More Words to Know neighboring waterproof yelping

  20. anxiouslyuneasily; with fear of what might happen

  21. baya part of a sea or lake surrounded by land

  22. blizzardsblinding snowstorms with very strong, cold winds

  23. channel a body of water joining two larger bodies of water

  24. chipped to cut or break off a thin piece of something

  25. melodya pleasing or easily remembered series of musical notes; tune

  26. supplies the food and equipment necessary for an army exercise, camping trip, and so on

  27. symphony a long, complicated musical composition for an orchestra

  28. The men chipped at the wood using an ax.

  29. The men chipped at the wood using an ax.

  30. The violin player was ready to perform the symphony.

  31. Ted waited anxiously for his test to be graded.

  32. Ted waited anxiously for his test to be graded.

  33. In Antarctica there are blizzards every day.

  34. In Antarctica there are blizzards every day.

  35. Jason could see the boats in the bay from his window.

  36. John and Sue were surrounded by ants.

  37. John and Sue were surrounded by ants.

  38. Students go shopping for school supplies at the beginning of each school year.

  39. Students go shopping for school supplies at the beginning of each school year.

  40. It would be a hard task to swim the length of a channel.

  41. It would be a hard task to swim the length of a channel.

  42. Can you remember the melody after I sing the tune?

  43. Can you remember the melody after I sing the tune?

  44. Thank you Jennifer Greeson

  45. Small Group Time • Read leveled readers

  46. FLUENCY • MODEL PACING YOUR READING As you read "Fiddler Crabs to Rhinos," show students how to pace their reading and read at the appropriate speed. After youread the first paragraph, draw students' attention to the speed at which you read.Provide contrast by reading too fast and too slowly and discuss effectiveness ofreading at the right pace.

  47. Language Objectives: • Define and identify present, past, and future tenses. Use present, past, and future tenses in writing.

  48. Daily Fix-it • Beautyful blue whales livesin the cold ocean waters. • Theyre the bigest animalsin the world. Beautiful blue whales live in the cold ocean waters. • They’re the biggest animals in the world.

  49. READING-GRAMMAR CONNECTION • That is the voice of Narna,the whale. • The dogs stopped short. • But you will know the way home. The verb in the first sentence is in present tense,the verb in the second sentence is in past tense, and the verb in the third sentence is in future tense.

  50. Present, past, and future verbs.